SAGE Podcast

In this podcast Dr Gerry Czerniawski and Dr Warren Kidd, of the University of East London and guest editors of volume 26, issue 3 on student voice, talk about the rationale behind the topic of their special issue and why this theme is the 'space between'.

Special editors, Miriam Williams and Octavio Pimentel, discuss the July 2012 special issue of JBTC focused on race, ethnicity, and technical communication.

The Atlanta Sociological Laboratory is the moniker bestowed on scholars engaged in sociological research at Atlanta University between 1895 and 1924. Under the leadership of W. E. B. Du Bois, 1897–1914, this school made substantive yet marginalized contributions to the discipline. Its accomplishments include, but are not limited to, its establishment of the first American school of sociology, the first sociology program to institutionalize the use of the insider researcher, the first sociology program to institutionalize the practice of method triangulation, and the first sociology program to institutionalize the acknowledgment of limitations in its publications. Despite these accomplishments, the Atlanta Sociological Laboratory remains unknown to most professional sociologists. This article examines why the accomplishments of this school should be incorporated into the sociology curriculum, where this school should be incorporated into the sociology curriculum, and how this school can be incorporated into the sociology curriculum.

Dr Tamara Afifi at the University of California, Santa Barbara talks about why women find (conflict) avoidance more dissatisfying than men.

An HTS compatible 3D cell culture platform is generated by chemically "welding" polystyrene scaffolds into standard 2D polystyrene 96-well plates. The variability of scaffolds is minimized by introducing automation into the fabrication process.

Troy Rondinone of Southern Connecticut State University, and Graham Cassano of Oakland University, discuss their work on labor republicanism in U.S. history.

Substance use disorders (SUDs) in youth are strongly associated with aggression, delinquency, and involvement with the juvenile justice and mental health systems. This article reviews the relationship between aggression and SUDs and discusses evidence-based approaches to assessment and intervention, with a focus on youth in secure settings. While evidence indicates etiological overlap, SUDs also confer risk for aggression and delinquent behavior. SUDs and aggression are each influenced by executive functions that develop as youth transition toward adult roles. Additionally, the effects of substance use on the adolescent brain impair neurocognitive function and increase the risk for aggression and further substance use. In terms of assessment, it is important to identify function and form of aggression in order to understand motives and associations with substance use and to select appropriate interventions. Evidence-based screening and assessment of aggression, substance involvement, and related domains is also critical. In terms of treatment, youth with SUDs tend to be underserved, particularly when they are also involved with the juvenile justice system. Multiple modes of evidence-based treatment for substance use are available. Approaches that address risk factors common to SUDs and aggression across multiple domains (e.g., family therapies) have been found to be most effective but may be difficult to adapt for use in secure settings. Individual therapy approaches also have empirical support and may generally be more practical in secure settings.

Ruth Milkman, Professor of Sociology at CUNY Graduate Center, discusses the current state of organized labor in the United States and some possible paths labor organizing might take in the future.

Ruth Milkman, Professor of Sociology at CUNY Graduate Center, discusses the sociological study of the Occupy movement.

This article reviews the current research literature on the development of aggression and callous-unemotional traits. Research suggests there are two functions to aggression, reactive and instrumental, and each has concomitant cognitive and emotional factors associated. Furthermore, callous-unemotional (CU) traits (i.e., an absence of empathy and guilt) have been shown to be associated with the instrumental type of aggression. Research on CU traits suggests that there are distinct developmental mechanisms operating in the development of aggressive and violent behavior for youths with and without these traits. These distinct developmental mechanisms have important implications for the assessment and treatment of aggressive and violent youths.

A growing body of literature has documented the global prevalence of domestic violence against women of reproductive age as well as the association between violence and an array of adverse reproductive, psychosocial, and child health outcomes. However, there is a dearth of research on domestic violence prevention interventions in the peer-reviewed literature to guide program planning and policy-making efforts. In this article, the authors describe the development and assessment of the feasibility, acceptability, and potential effectiveness of an intergenerational women's empowerment-based intervention to mitigate domestic violence and related adverse health outcomes in low-income urban communities in Southern India.

Kathryn Hill from the University of Melbourne talks about her research into Classroom Based Assessment and her new framework for describing how teachers use assessment as a classroom tool.

John Ravenscroft, University of Edinburgh, UK is the new Editor of British Journal of Visual Impairment. In this podcast John talks about his vision for the journal, what he sees as significant areas of upcoming research and how he intends to take the journal forward. Listen to this podcast as an accompaniment to Volume 30 Number 2 of the British Journal of Visual Impairment.

Josh Rogen, Editorial Assistant for Urban Education, interviews Dr. Jannelle Silva, of the University of Washington, about her article, "Critical classrooms: Using artists' lives to teach young students power and privilege." This article appears in the July 2012 issue of Urban Education.

Josh Rogen, Editorial Assistant for Urban Education, interviews Dr. William Jeynes, of the California State University, Long Beach, about his article, "A Meta-Analysis on the Efficacy of Different Types of Parental Involvement Programs for Urban Students." This article appears in the July 2012 issue of Urban Education.